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Secondary D&T - Evaluating the impact of using ICT

 

Module 6	Contents
	Evaluation aspects of the use of ICT in Design and Technology Learning and Teaching Using a formal approach to evaluation Methods of evaluating curriculum developments Planning experimental groups and control groups Ethics and confidentiality Data collection Analysis Reporting Application Useful books Task 6 Forward to Module 7 Back to Secondary D&T Map Back to T@LENT Web Site Map

Evaluation aspects of the use of ICT in Design and Technology Learning and Teaching

The Schools' Council and particularly Lawrence Stenhouse propagated the view that all teachers should be researchers and that all educational research must, by definition, be relevant to the classroom experience, that is applied rather than pure. This should not become an additional burden for hard-pressed teachers but should support them in improving the learning experiences of their students and making their teaching more effective.

A number of researchers are researching in design and technology education including the Design And Technology Association, Loughborough University of Technology, Middlesex University, Goldsmiths College, the Technology Enhancement Programme, the Nuffield Foundation, and the Royal College dealing with common as well as particular issues in design and technology and also the application of ICT.

Evaluation should be an integral part of any curriculum development, from national projects such as TVEI and the national curriculum, to individual lessons incorporating the use of ICT in teaching design and technology. Lesson evaluation must relate to the clear intentions declared for the lesson in the aims and objectives, as well as remaining flexible enough to learn from unexpected outcomes.

The evaluation will inform on students' progress as well as the integration of ICT into design and technology subject teaching.

We feel that all teachers should assess and evaluate their use of ICT in teaching and learning, and have given guidelines for how you can approach this task in Module 5 of the Primary Core. If you have not yet looked at the relevant sections of Module 5, now would be a good time to do this.

Finally, you may wish to compare how you feel about your NOF Training with the Teacher Training Agency's Expected Outcomes for the NOF Training.

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Using a formal approach to evaluation

Some of you will want to undertake a more formal approach to evaluation. This could be because you are planning to do some research for a diploma or Masters degree, or because you want to submit your findings to a professional journal, or simply because you are anxious to evaluate your use of ICT in D&T and to convince yourself that perceived learning gains are in fact real learning gains. The following sections will give you guidance on how to do this, and while we do not expect all teachers to go into all the details, you should be aware of the potential of a more formal approach to evaluation.

• Methods of evaluating curriculum developments
  • There are a range of approaches to classroom research and the choice of the most useful is critical to future developments. Possibly the most useful way to proceed is in an evaluation team with one or more colleagues. Your school might already have a system for mutual evaluation in operation which could be used to look at ICT in design and technology lessons.

    An important starting point is a clear view of the existing situation. If a particular use of ICT proves not to enhance learning then it should not be applied in that form. A clear view of the teaching and learning without ICT must be attempted. This does not need to be detailed but should be adequate to assess changes. The type of information required will depend on the intention of the department or teacher; it might include quantitative data such as marks for assignments or tests, or qualitative assessments by the teacher, from the teacher's experience or from conversations with students.

• Planning experimental groups and control groups
  • Formal, scientific approaches require experimental groups using ICT and control groups not using ICT. This presents teachers with a quandary - they introduce ICT because they consider it beneficial, so denying some students that benefit will put them at a disadvantage. A solution to this is to treat earlier groups who did not have ICT available, the control. This might require the teacher(s) to reflect on earlier experiences and reference to marks for assessed work. Of course, if you plan to compare two different ways of using ICT, this dilemma will not arise.
• Ethics and confidentiality
  • The use to which information gathered through evaluation must be considered when deciding to refer to individual teachers or students. Where reports are to be passed on, thought must be given to confidentiality. Where the evaluation is on a large scale, governors and perhaps parents might need to be informed; certainly advice should be sought from the head of department or faculty.
• Data collection
  • The approach to collecting data about the use of ICT will depend on a number of factors, including the type of activity, the kind of information required, the opportunities to collect the data without additional burdens on the teacher. Approaches taken by the teacher might include one or more of:
    • samples of work - these will probably need to be collected for national curriculum assessment of design and technology and ICT capability, and they can be analysed in terms of the evaluation
    • observation - this might best be achieved by colleagues, or by the teacher while students are working; some departments might be able to use a video camera
    • pre- and post-tests - students might be given a test before using ICT, then a test afterwards to give some idea of the learning that took place; this could be part of the normal testing used in the department
    • questionnaires - worksheets can be used as questionnaires to determine the learning that has taken place using ICT and also the students' attitudes
    • interviews - conversations with individual students following consistent lines can be used to determine learning taking place with ICT
    • official statistics - SATs and GCSE results, for ICT as well as design and technology, might be useful data.

    The data collection will be part of, and might enhance, monitoring students' experiences of ICT.

• Analysis
  • The data collection must be purposeful and relate to the objectives of using ICT to support teaching and learning in design and technology. The analysis of the data must be thoughtful and cautious, mindful of the limitations but should recognise indications. A result might be that ICT enhances the design and technology learning, increasing the quality of the experience so students better understand; it might be that students gain and/or retain more knowledge; they might communicate their experiences more effectively; they might score higher in a test than otherwise; they might report they enjoy the activity more and are thus more motivated to learn; they might have a more confusing or poorer experience than when not using ICT.

    It is important that the teacher can recognise when applications of ICT within the context of the design and technology curriculum are beneficial or otherwise. The Teacher Training Agency identify areas where teachers can do this, and your evaluation will include some of these:

    • The analysis should indicate the particular aspects of ICT enhancing learning, making use of:
      • speed
      • automatic function
      • capacity
      • range
      • provisionality
      • interactivity

      It should identify:

      • whether using ICT was the most effective way of achieving design and technology teaching and learning objectives more than in terms of motivation or reward
      • where ICT was used for tasks not otherwise achieved without ICT
      • where special preparation was required, including equipment, content and methodology
      • where content was given importance over quality of presentation alone
      • maximised use of time and resources
      • where expectations of students using ICT was high
      • where links with design and technology and with everyday applications were made

      In planning, you can identify:

      • where ICT meets design and technology teaching and learning objectives
      • how students' learning is directed and stimulated using ICT
      • how students' progression will be assessed and recorded
      • how judgements about achievements in design and technology are not masked by ICT
      • how the impact of ICT use is managed
      • how students' earlier experience and capabilities are accounted for

      In teaching, your organisation of learners:

      • as a class, ensures all students cover key concepts
      • individually or in groups, ensures all students are fully engaged and collaboration is balanced
      • provides for ad hoc requirements of ICT resources for research
      • includes positioning of resources to minimise distractions and shows concern for health and safety
      • ensures ICT supports learning

      You recognise the specific contribution of ICT to support learners with special educational needs.

      Your use of ICT follows a review of available software.

      Teaching and learning contributes to the development and consolidation of students' ICT capabilities, including:

      • teaching ICT skills where appropriate
      • using terminology accurately and explaining this where necessary
      • providing models of good practice

    Each aspect is detailed in Teacher Training Agency (1999) The use of Information and Communications Technology in Subject Teaching: Identification of Training Needs - Secondary Design and Technology London: TTA and associated CD-ROM

• Reporting
  • The evaluation may have been for personal use, and you will therefore want to keep it in your portfolio. But it is also likely that the department, faculty or school would benefit from a report on the use of ICT in design and technology teaching. You should be able to report, verbally and/or in written (wordprocessed, desk-top published or as a multimedia presentation!). You might be undertaking a diploma, Masters degree or other course and could use your evaluation as the basis for a reflective essay; equally you might wish to publish a report in a professional journal.

    Your report will also be useful as part of the department's submission for inspection, including OFSTED inspections.

• Application
  • Following the action research perspective, the report is not the final stage but the start of the next cycle of curriculum development and evaluation, your research leading to better teaching and learning using ICT or perhaps deciding not to use ICT in a particular context.
• Useful books

  Murphy, R. & Torrace, H. (1987) Evaluating Education: Issues and Methods, London: Paul Chapman Publishing Ltd.

  Wragg, E.C. (1994) An introduction to classroom observation, London: Routledge

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Activity

Task 6 Formally evaluate an activity where ICT has been used in Design and Technology Learning or Teaching Publish on the conference area your reflections on your own practice using ICT - wordprocessing, desk-top publishing, multimedia presentation and/or web page authoring.

Discussion 

Discuss the result of your evaluation with colleagues. How might this impact on your teaching? e.g. schemes of work or departmental resource base.

 

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